Aaliyah – original writing on the life of the singer

â€Å"I don't think about my success. I'm happy that the work I've done in the past has been very successful. All I can do is leave it in God's hands and hope my fans feel where I'm coming from. I took the time to give my all.† – Aaliyah Haughton. As I sit listening to the infectious, sensuous harmonies of Aaliyah's smooth R & B, I wonder why it had to happen. Why did someone so young with such amazing talent, strength and the potential to carry on rising higher and higher, have to be taken from us? The lyrics swirl around in my head, saying more about the real Aaliyah than any media report could ever attempt. Her tragically shortened life followed the message from within one of her most famous songs, â€Å"If at first you don't succeed, dust yourself off and try again.† Aaliyah Dana Haughton was born on January 16th, 1979 in Brooklyn, New York. Her Grandmother would tell stories of how she was special straight out of the womb; born with a full head of hair. Aaliyah lived in Brooklyn for five years until, together with her parents and older brother, she was moved to Detroit where they could be closer to family. Her devoted mother gave up her teaching job to care for Rashad and Aaliyah full time. Aaliyah was introduced to music at a very young age; her mother would play Stevie Wonder, Marvin Gaye and other such legends while she worked around the house. It wasn't long before Aaliyah was joining in, having learnt all the words off by heart. She was just six years old when her talent for singing was recognized by her mother. Before she even started school, the services of a voice coach had been secured for her. Aaliyah spent most of her pre-teen years between singing in school plays and auditioning for various small television projects. At the tender age of only eight or nine she was charming people all around Michigan with her sweet, angelic voice, belting out songs during weddings. Aaliyah sang the very songs she listened to at home, while people sat in awe, eagerly anticipating the time her voice would mature to its full potential. Her first downfall came when she was just eleven years of age. Aaliyah landed a spot on the nationally syndicated talent show, Star Search. She chose to sing ‘My Funny Valentine†, a soul classic that she had often heard her mother singing, ‘That was my Mommy's song and I wanted to be like my Mommy' she said, remembering the experience during an interview. The high hopes she and her family had for victory where shattered when Aaliyah lost, and was ripped apart just as any other child would have been. However, without any falls no lessons could be learnt. With lots of encouragement from her mother, Aaliyah began to understand a prospect of great importance, one that would guide her through not only her musical career, but every aspect of her life. Never give up. It was only a matter of months before the bright, upcoming star was on the rise again. At the time her uncle, Barry Hankerson, was married to Gladys Knight. Some people slated Aaliyah for this, claiming she only got onto the music scene because she knew the right people, but without her outstanding talent, none of her future success would have been possible. Hankerson took his niece to perform with Gladys Knight for five nights at Bally's Las Vegas Casino. Here, the two would duet on Believe In Yourself and Aaliyah would sing solos. Remembering she was still only eleven at the time, she was nervous and hardly moved on the first night. Her aunt helped her, teaching Aaliyah how to work a crowd and loosen them up. Two years later came the meeting that would set Aaliyah's career on fire. Barry Hankerson introduced his niece to R. Kelly, a performer he was managing at the time. Kelly fell in love with her beautiful voice, going on to become her mentor. He ended up writing and producing all the tracks on her debut album, Age Ain't Nothing But A Number. And it wasn't – not many people can boast a completed album at just thirteen years of age. The process of selling the album began but, once again, expectations of Aaliyah were not fulfilled. Many record companies passed on the album – a setback very hard to take at such a vulnerable age. Her confidence was dented but her strength was not; Aaliyah was prepared to give things another go. Hankerson created his own label, Blackground Records especially for his niece. There was no way he was going to give up on her; she was far too special to let go. In 1994 the album was released, catching the world's attention. Her first single, Back And Forth reached number one on the R&B/Hip-Hop chart, dethroning her mentor. Other singles followed including At Your Best (You Are Love), Down With The Clique, and the adulterated title track. Her sound was new and fresh to the music world, her unique mystique captivating listeners. The artist herself liked to describe her music as ‘street but sweet'. With the success of her debut album Aaliyah's spirits soared. She had kept information about her age (she was just fifteen at the time) concealed, as she wanted her triumphs to be based solely on her talent. She did not seek any advantages because she was, ‘really good for someone so young'. Unfortunately her decision to withhold such facts was taken in the wrong way. Vicious rumors arose, slowing down album sales and threatening to thwart a prosperous career. The provocative nature of Age Ain't Nothing But A Number combined with a little bit of media imagination and the mystery of her age sparked a frenzy of stories about a relationship between Aaliyah and twenty-five-year-old R. Kelly. Tales of marriage and even pregnancy were spread. All were denied. The storm settled and three years passed, leaving many wondering what Aaliyah's next project would be. She teased fans with numerous guest appearances, singing songs from soundtracks and building them up for the time she would truly return, stronger then ever. Aaliyah left R. Kelly behind to prove, more to herself than to anyone else, that she had grown as an artist and could make it without him. Perhaps the rumors that had at one point looked like they could destroy her had in fact been a Godsend. Would Aaliyah have made this choice if tales of something more than a good friendship and working partnership between the two hadn't sprung up? Whatever her reasons, the change was for the best. She teamed up with the then unknown Missy Elliot and Timbaland and, between the three, a new sound was created, once again irresistible to fans. They blended rough Hip-Hop beats with Aaliyah's silky, laid-back vocals, the voice of an angel. The result was a sassy, sexy, sophomore album, One In A Million. The album went double platinum, putting her among the superstars of the music industry and silencing critics in their questions as to whether or not she had been just a ‘one hit wonder.' The first single from the album, If Your Girl Only Knew, went straight to number one on the R&B/Hip-Hop chart, followed by four other singles including the number one radio play title track. Aaliyah never let the fame go to her head. Between all her musical commitments she still found time for her family, friends and schoolwork. In June 1997 Miss Haughton graduated from the Detroit High School for the Fine and Performing arts, just one A-grade away from a perfect grade score. She had always set her sights so high and her determination paid off. She worked hard through hard times as well as the good, and brought her dreams to life. She truly was one in a million. It was time for Aaliyah to turn her attention to Hollywood. She began by sticking to her music, recording Journey To The Past for the Anastasia soundtrack and then the contagious, Grammy nominated, number one hit song, Are You That Somebody, from the Dr. Dolittle soundtrack. With that track, she really got a taste for the mainstream and took a hiatus from the music world to team up with Joanne Baron, an acting coach. With Baron's help, Aaliyah's talent for acting was revealed and, by 1999, she was flying to Vancouver to shoot her debut film, Romeo Must Die. She starred alongside Jet Li in the adrenalin-stoked/Hip-Hop action flick, in which she was the executive producer of the soundtrack. From this came Try Again, the song that followed the story of her life. The lyrics came straight from her heart, from the lessons she had learnt. These qualities took the single all the way, reaching number one on the Billboard Hot 100 singles chart, the first single ever to do so based on Airplay a lone. Romeo Must Die sparked rave reviews and her acting skills were soon sought throughout Hollywood. Her next film was the novel-based Queen Of The Damned. Baron recalls the memory of Aaliyah during the audition process, ‘She put her heart, her time, her love and her life into it. She just ripped it out.' It was her second starring role in just her second motion picture, displaying to the world she was more than just a crossover singer/actress. So much more. The release of the completed film was fervently awaited. Little did anyone know that Aaliyah wouldn't be there to witness its success. Whilst shooting Queen Of The Damned, Aaliyah simultaneously recorded her third, self-titled album. She was not put off or daunted by her doubled workload, choosing instead to put her all into both projects, as she had always done. Aaliyah was well aware of her presence, or lack of it, in the music world; it had been five years since the release of One In A Million. She released the dark, feisty, first single, We Need A Resolution, warming fans up, preparing them for what was to come. Aaliyah was released on July 17, debuted at number two in the charts and, in it's first week alone, sold over 200,000 copies. Blackground Records planned to release Rock The Boat and More Than A Woman as back-to-back singles; they were getting heavy rotational airplay and already an awesome response from listeners. It seemed nothing could stop her. It was August the 25th, 2001. Aaliyah had just finished shooting the island themed video for Rock The Boat in The Bahamas. Another video completed; another accomplishment. The set was laid-back and, together with the film crew and dancers, Aaliyah was enjoying herself, chatting, laughing and winding down. Her work done, Aaliyah decided to head home a day early, anxious to be with her beloved family before heading back to promote the album. Her parents and brother had always been there for her and it had been a while since she had managed to get back to them. The arrangements were made; she would leave that day along with eight others. The small Cessna 402 departed from the Marsh Harbour airport, bound for Opa-locka, Florida. It had been airborne for only a short while when, suddenly, it crashed. Six of the eight were killed instantly. Aaliyah was among them. Nobody knows just what it was that made the plane crash that day. Nobody could understand why it had to happen. Why Aaliyah, why someone so talented, so determined, so beautiful? There were so many questions and so few answers. At just twenty-two years of age Aaliyah, a daughter, a sister, a friend, a star, was gone. Disbelief, anger and, most of all, a great sense of sorrow and grief spread with the news. She had lived her life like an angel, fallen from the heavens. Through her life she rose and fell and now she had risen for the final time. We can only hope that, when the time came, she knew how much she was loved. Aaliyah will never be forgotten. Through her music and her memory, she will live on. The album in the CD player draws to a close. It is an album that she never saw released, an album that wouldn't even have been put together if she was still with us; a tribute to Aaliyah, I Care For You. Visions of her float by with the music and songs take on a whole new meaning now she's gone. When Miss You is played, instead of thinking of the singer's lost love, we think of ours, Aaliyah. Every note she sang was a part of her and with every song we understand more about her. She was a star in every sense of the word and I believe she continues to be so even now; still a star, shining brightly down on us. There is no doubt in my mind that this angel lived up to the true meaning of her name, ‘The highest, most exalted one.' The best. Aaliyah.

The emperor jones the cabinet of Dr. Caligari

The Cabinet of Dr. Caligari (1919) is a classic illustration of expressionist technique in film. The film production is about the disturbed Dr. Caligari. The stark distorted set, as a projection of his insane views, askew angles of vision and hypnotic acting enhances the portrayal of madness in this film. The Emperor Jones, a play by Eugene O'Neill, tells the saga of an African American man who sets himself up as emperor in a Caribbean Island. The film has been cited as an influence on several artistic expressions, including films, music and, among others, theatrical plays. O’Neill express in a letter â€Å"†¦planning for a new latitude in screen expression. I saw Caligari and it sure opened my eyes to wonderful possibilities I had never dreamed of before†. The main difference in the expression techniques used is, by their own nature, the presence of dialogues. Caligari was a silent film while the play is based on strong and powerful dialogue and interplay between characters, which often seem to be an extension of Jones’s inner demons. In this play there are three major aspects that O’Neill seems to have picked from the film. The internal tribulations of The Emperor are offered on stage where Jones’s expressionism is restricted to the scenes with Jones alone in them. The second aspect was the significance of setting design as a way to generate meaning in the theatre. Visuals in a play could be as important as dialogue. And the third way in which Caligari seems to influence O’Neill is through the lighting effects in the film.

Food Inc. Documentary Essay

Food Inc. is a documentary directed by Robert Kenner targeted towards the general public about the ugly truths behind the food industries. The documentary outlines the procedures taken to process the food that surrounds us, with the aim to expose and change the basis, footprints, and corruption behind this process. Kenner successfully does this through several techniques and strategies used to persuade and motivate others to make a difference. Throughout the documentary Kenner covers the basis of how these products are manufactured through many techniques. One of the main techniques used in this piece is correspondence about how the products are truly made. Most do not think to question where it is that the food they eat comes from and Kenner shows just that with statistics, footage, and interviews. He shows the unethical methods used by food industries in order to maximize profit. Methods such as feeding animals food which makes them obese, at a significantly fast and unnatural rate , to the point that they cannot stand on their own and their organs are beings crushed. Kenner gains the viewer’s sympathy by showing footage of these animals in pain, which in turn pushes them towards his point of view on the subject. Another technique used by Kenner is the illumination of truth of how these food industries have corrupted the government as well as the farmers to their advantage. He does this by showing his viewers government officials who side with the food industries and in fact used to be a part of them. This documentary also shows the workers and farmers, most of which are afraid to talk the crew in fear of losing everything, who admit they have very little control over their farms and the business. One of the farmers even goes as far to say that â€Å"it is degrading; it’s like being a slave to the company†. The narrator also states how once these jobs were seen as the best jobs in the country and now they are struggling to get by. He uses real life experiences and facts to open the eyes of his viewers and is successful in doing so. Once again correspondence plays a big role in this documentary to show the footprints left behind by these companies. Kenner shows footage of people speaking out, who have lost their loved ones due to illnesses they have gained from the infected product, which may have been avoided if not for the unethical procedures used to manufacture it. This immediately gains the viewer’s sympathies towards the families, as well as become more aware of  the danger which these companies present. He also shows statistics of the dangers in genetically modified organisms and how they surround us making us more aware of what it is we are eating. One of the main aspects to the documentary that makes it so successful is that Keener gives alternatives. Throughout the documentary the viewers are asking themselves what can they do and he answers this. He shows the benefits to organic foods and the prosperity in farms independent from the big corporations. All in all, Kenner’s techniques, to spread awareness of what one consumes as well as promoting beneficiary alternatives, is successful in leaving his aud ience wanting to make a change. Work Cited Food Inc.. Dir. Robert Kenner. Magnolia Home Entertainment, 2009.Film.

Economic Development Essay Example | Topics and Well Written Essays - 3500 words

Economic Development - Essay Example Therefore, in most developing countries, a wide gap can be seen between the rich and the poor unlike that in the developed nations. This gap widens more as long as rural development is ignored by economists and politicians. But there is a sudden change being experienced in the approach of economists and intellectuals. Those who have merely ignored the rural development in the past are now propagating for its development. Next sections of the essay will analyze the reasons behind ignoring rural development and the sudden change of approach. Reasons for Change of Approach Rural development mainly refers to the role of agriculture for the development of the nation. â€Å"Agriculture constitutes the main source of employment of the majority of the world’s poor. In total, the share of agriculture in total employment in developing countries constitutes 53% of the total workforce in 2004. In Sub-Saharan Africa 60% of the economically active population works in the agricultural secto r.† (Meijerink & Roza, 2007). This shows that agriculture or rural sector is the back bone of many developing economies. But the increased importance given to the industrialization opened up many industries and reduced the share of agriculture to the overall economic growth. Agriculture gradually became less attractive for the economies. This made the economists and intellectuals to reduce the focus on rural areas. But now economists and governments are seemed to be increasing their focus on rural development especially in developing countries. Some of the disadvantage of urbanization and industrialization helped them for this late realization. The main factors that lead to the change of approach are as follows: 1. Poverty 2. Unbalanced growth 3. Food Security 4. Lack of Infrastructure 5. Rural Marketing Poverty: Increased poverty in the rural area is the main reasons for this change of approach. Poverty is seen as a drawback for the development of a nation. Overall developmen t of an economy is not possible if there is a considerable percentage of poor among the population. Eradicating poverty became the major agenda of many countries. While looking back to the 19th century, economists realized that irrespective of the size of the nation, the sole factor that drove the economy was agriculture. But somewhere with the advent of technologies, countries reduced the focus on agriculture. This is one of the reasons that helped the economists to change their mind. Unbalanced Growth: In most developing countries, there is a wide gap between rich and the poor. Though such countries are recording tremendous economic progress, it could not be categorized as a developed nation when there is an unbalanced growth in the economy. Majority of the population should experience more or less similar growth and living conditions for a balanced growth in the economy. Food Security: Another major reason for the change of approach of the economists is food security. â€Å"At i ts June 2003 summit, the G8 group of countries recognized the need to increase investment in rural and agricultural development to achieve lasting food security. It pledged to reverse the decline in ODA for agriculture and to increase trade opportunities for developing countries.† (Bage, 2004) Food security is now a cause of concern for many countries. As a result of this, countries are increasing their respective funding to the agriculture sector in order to

Edwige Danticats novel Breath, Eye and memory - significance in Essay

Edwige Danticats novel Breath, Eye and memory - significance in relation to the story of Haitian-American culture, the relationship of the women, and the burden of inheritance - Essay Example It is a case of honor for her. She believes in personal commitments and implies that it takes much more than a piece of paper for keeping memory. She derides Atie and Louise's trip to officially register themselves in the city archives. She tells stories of the baby's birth and Ti Alice's rendezvous showing her wider experience and a kind of special literacy she is aware of. She has the capability of forming an entire story from the night's whisperings and the blinking of lights on the hill. In the stories she attempted to frighten her daughters knowing well the harshness of the society and the cruelty on women who do not adhere to the mold. For Ife, Brigitte's face evokes generations of ancestors. She attempts to arrange reconciliation of the estranged family; her two daughters and granddaughter, she is well aware of the stakes. She knows that the family must stay strong and stay together if its daughters are to bear up under the weight of the world. Atie is characterized by the traditional duty bound Haitian woman, who had her own share of 'test'ing of her hymen as a proof of her virginity and purity. She has the traditional duty of looking after Sophie, her sister's illegitimate daughter. She gives all the love and affection of a mother to Sophie, in the process makes Sophie regard her as her own mother. Sophie wants to give her the mother's Day card. But a dutiful Atie would have none of it. She wants to save the younger generation from the political turmoil of Haiti. She wants Sophie to follow the Haitian tradition; a daughter should follow her mother, insisting her to go to her mother Martine, as she herself is going to her mother Ife as a duty to look after old mother. She is heartbroken by the treachery of Monsier Augustine, but hides it well. Till Sophie was with her, she refused to learn reading and writing, even inventing her own method of communication with her sister by exchanging cassettes, recording their own messa ges. But after Sophie's departure she not only learns reading, she starts maintaining notebook. She is heartbroken by the treachery of Louse who leaves her even without informing. She once again feels that she has been used for her company, her body, her presence, but was not loved actually. She feels that Sophie is the only person who did not betray her, and tells Sophie about how she has loved Sophie as her own child. But at the end she liberates herself in her own Haitian way. She shows her freedom by her alcoholism, going out at night, going to graveyard, doing things on her own, at her will. The character of Martine gives us different shades of human nature. She is true believer of her Haitian traditions. She cannot adjust her life after loosing her purity by rape. Martine's rape by an unknown man, possibly a Macoute, is the defining event in her life, bringing with it overpowering feelings of fear and self-loathing which she passes on to her daughter Sophie. The nightmare of loosing her purity haunts her all her life. She lives the agony of rape every night. Her daughter Sophie is a regular reminder of her rape, as she feels that the

'Teamwork is a method for organising activities in the workplace that Essay

'Teamwork is a method for organising activities in the workplace that offers undeniable advantages'. Discuss this statement - Essay Example The adoption of agriculture and the subsequent rise of farming communities likewise showed the importance of group work, when it comes to planting, irrigating and finally, harvesting the crops. Group work lightens the load as well as hastens the task completion when it is crucial to finish the work before adverse weather conditions set in, such as the coming of winter. Discussion This brief paper explores some of the theories involving teamwork in organizations and provides some examples to illustrate the importance of teamwork to group performance in achieving overall corporate strategy as one of its competitive tools. In this paper, teamwork is discussed within the context of a modern corporate organization. Previous ideas of teamwork entailed mostly primitive activities like hunting and planting, but in the modern setting, it is a teamwork that is anchored in an industrial setting in the post-Industrial Revolution period. In this context, teamwork ideas are anchored on mostly proj ect-based work but it also has other varied applications which are discussed as the paper progresses. Participative management, co-determination, worker representation in management teams, quality improvement circles, and small-group activities, are just some of the fine examples of teamwork (Kandula 124). Organizing activities around teamwork in a corporate setting offers advantages that cannot be attained by someone working individually; some distinct advantages are: Employee involvement – people become more committed when they are involved in the business, when they are consulted, and given a chance to share their inputs. Organizational success is better assured when all people get involved, rather than just a select few or elites. A good way to involve people is to make them join a team for an equitable participation. Conducive to new ideas – people can become more creative when they are exposed to various ideas, suggestions, and comments of other people within a t eam setting. Although it is sometimes the originality and brilliance of one individual which can make a difference, it is more often the case that an exchange of good ideas in a team that produces the most brilliant insights because data, information, knowledge, and wisdom are shared together. Enhances communications and relationships – the nature of group work requires all people within the team to work together, share their ideas, and communicate frequently such that in the process, they become more interdependent and thereby build stronger relationships. Organizational performance is enhanced when there is effectiveness in good teamwork. Improvements in quality levels – whether it is a product or a service an organization is selling, teamwork raises the level of quality because people supplement and complement each other when quality consciousness is embedded in each employee as a team concept. Raises the learning process – teamwork promotes the learning proc ess in socializing, when people are doing a common task assigned to them, and given a group objective. The idea is an entire organization learns in the process, not just the individuals (Marquardt 52). Reinforces individual strengths – most work today is multi-disciplinary in nature, so no one person can be expected to do it all alone. Teamwork can likewise mitigate weaknesses, enables more rapid adaptation to changes, and saves resources by doing more with less. Various theories have

Law & Social Control Essay Example | Topics and Well Written Essays - 500 words

Law & Social Control - Essay Example Further in the article Marx (1981) outlines the theories connected with the role of authorities in establishing the deviance which he calls â€Å"ironies†. Marx (1981) describes situations in which social control generates rule-breaking behavior and divides them into escalation, nonenforcement and covert facilitation. In discussing these types of social control, Marx (1981) uses mainly examples from criminal justice to make his point. In escalation, authorities unintentionally trigger rule-breaking by taking enforcement actions. The best example to depict the escalation type of situation is police involvement in family conflict. Police interference in interpersonal conflicts seems to lead to further violence, acting as â€Å"a breeding ground† for aggressive and provocative response. In nonenforcement, authorities contribute to deviance in more indirect way than in escalation. Here institutions prefer not to take enforcement actions and by this they intentionally permit rule breaking. Marx (1981) says that nonenforcement is the most difficult to identify, because this strategy is illegal and authorities often try to hide it. An example is given by the informant system, which is a major source of nonenforcement, though it plays crucial role to many kinds of law enforcement. Called a form of institutionalized blackmail, the informant system helps informants to avoid prison, or to receive reduced sentences. However, the informant source assists the police in arresting criminals which will not be caught with other means. Covert facilitation represents taking deceptive enforcement actions through which authorities intentionally aid rule breaking. Marx (1981) calls this passive nonenforcement. Social control agents may infiltrate into certain structures and buy or sell illegal goods, victimize others or seek prostitutes in a tourist disguise. Covert facilitation

Race & Racism Essay Example | Topics and Well Written Essays - 750 words

Race & Racism - Essay Example Racism defines the power of a particular group to eliminate other minorities in various ways. It does not have to rely on physical distinctions though, because it can be in the form of distinguishing the culture and behavior of a certain group. Social and political areas of the society can contribute to the idea of racism as they stand for the general population. Racism affects not only the people who are responsible enough to handle such discriminations but also the children or the young generations (Coombs, 1994; Semchison, 2007). The young generation is corrupted as to how the government used them in order to control the indigenous people. Commonly, skin color determines the opportunity for a child from schools, jobs and even in marriage (Smith, 2003). Discrimination among the aboriginal Australians have been a feature of its history. Stealing the generation is just one of the marks of racism in Australia; racism also includes segregating the aborigines and forced them to work for a mission. This scenario largely impacted the health of the aborigines. Their lives have been put into an unvarying threat and losing their lands created more tension. Relocating can be treated as the main reason why the aborigines have developed health problems because of the frustrations and other deprivation they have encountered. They have been put into a violent discipline where they were restricted to take advantage of what belongs to them at first (Semchison, 2007). A concrete example of deprivation is that, funds for healthcare are not adequate to respond to the needs of the people. Moving into the urban life made it difficult for the aboriginal people to deal with their health problems because they cannot, for a fact, afford the medications. Mostly, people are being dominated by those of power because of their poverty. Results are reflected through the poor health, substance abuse, unemployment, violence against women, deprivation on

Reimbursement Essay Example | Topics and Well Written Essays - 1000 words

Reimbursement - Essay Example Over time, these products have brought about major health challenges to their users ranging from addiction to cancer of the throat and lungs. â€Å" As a result, health expenditure by the government has only been going up without easing.† (Jost, 1). Tobacco companies should help finance the healthcare costs associated with the use of their products. This is because they make profits while the government incurs expenses that could be avoided by simply putting the companies out of business. In order to be appealing to the consumer, companies use enticing words that attract more users. The enticements are in the form of low tar content, mild cigarettes, flavoured cigarettes and misrepresented information on tobacco. This information is widely misleading and depicts the irresponsible nature of tobacco companies, thus, the need to make them accountable for their deeds. These practices are blatantly deceptive, fraudulent, and aimed at misleading active consumers and other potential consumers. This can be done making them refund to the government funds used to treat and cater for tobacco related ailments. Also, tobacco companies go out of their way to make aggressive campaigns to women, youth and minority groups. These funds could, instead, be used in preventing ailments and expenses that result from tobacco use. â€Å"Still on accountability, tobacco companies should reimburse the government because they are the reason that tobacco related ailments are prevalent† (Janofsky, Para. 2). They, therefore, should shoulder the blame for the part they play. Apart from this, tobacco companies, as a result of reimbursement, will have to bare their documents to the public. This will allow scrutiny by the public in order to understand how the tobacco industry functions. It will also expose the malpractices that these companies engage that are outside the normal business rules and standards. Thus, â€Å"...to ensure accountability, tobacco companies should be given a choice to either reimburse the government for healthcare expenses, or conduct anti-tobacco campaigns, which use up the same profits they make† (â€Å"Benefits in Tobacco Deal†, Para. 5). With this, reimbursement promotes transparency in the business where they work towards ridding the country and society of tobacco addicts and especially smokers. In return, the companies provide less reimbursement and make sufficient profits for themselves. Health and financial benefits Reimbursement of the federal government by tobacco companies should be done in order to improve the health of the citizens. It should also be done to reduce the load that the taxpayer has to bear. Calls to reimburse the government have an opportunity to pave the way for the creation of new laws. By passing legislation that controls and regulates the tobacco industry, usage of tobacco and tobacco products will see a decline. This legislation will be very crucial because, the number of people using toba cco products will go down significantly and, thus, those exposed to second hand smoke will also benefit. Of all the people exposed to second-hand smoke, children and pregnant mothers form the bulk. Putting into consideration the effects that cigarette smoke has on children and unborn babies, reimbursement is set to put issues into perspective for tobacco companies. Therefore, reimbursement will promote improved health by reducing occurrences of smoking related

An Interactive Technique in Instructional Strategy Assignment - 1

An Interactive Technique in Instructional Strategy - Assignment Example I incorporated an interactive technique in my instructional strategy as this was the best method of noting what students actually need. An interactive strategy helps in getting first-hand information from the people concerned with the endeavor (Hardy, 2002). The timeline of the program will run throughout the research period. Each course is scheduled to meet three days a week for one week. Class time will be approximately two hours. The learners of this program are both the students and their respective lecturers. They need to have knowledge in using a computer, as well as researching on the internet. This will ensure that constraints are limited and will ease the process (Hardy, 2002). A lecturer should be willing to assist his/her students at all cost. This takes into consideration using the internet. Students will be considered if they cannot assess the internet. They will be allowed to use the institution’s WiFi in order to carry out their research. They type of learning that will take place, as stated earlier, is an interactive learning. Students and their lecturers will be able to send the survey or questionnaire to users. They will also receive completed PDF forms from other users. Group activities will serve a purpose by permitting participants to assist each other to learn during the course (Hardy, 2002). This is the greatest way of understanding/learning as it will allow people to be open to one another. The aim/goal of this program is to allow students to assist one another as they carry out their research. A student, for instance, might need the assistance of in completing a research paper given to him/her by their respective lecturers (Hardy, 2002). This will widen up the student's knowledge by getting information from other regarding the research topic.  Ã‚  

Corporate Governance Case Study Example | Topics and Well Written Essays - 250 words

Corporate Governance - Case Study Example Long term capital structures have been indicated to more advantages to the firm over short-term capital structure decisions (Hitt, Ireland & Hoskisson 97). Matters of equity and debt can also be well analyzed through the capital structure. Evidently, the capital structure would help prove useful in sustaining the interests of managerial agents and the firm owners. U.S.-based firms could integrate elements of the corporate governance practices to make better decisions by coming up with policies that will help their firms gain public trust. Additionally, US firms can improve the ethics of the firm, corporate governance and social responsibility (Hitt, Ireland & Hoskisson 317-23). In the event that the mangers are compelled to comply with the set regulations, then the level of ethics will be adhered to across the board. Having a strict code of conduct will allow for compliance of set standards and regulations. This means that all the decisions made will be done

Causes of Air Pollution Essay Example for Free

Causes of Air Pollution Essay There are several main causes of air pollution, the vast majority of them can be attributed to man. Some natural sources of air pollution include forest fires, dust storms, and volcanic eruptions. Plants such as ragweed contaminate the air with pollen. Decaying leaves and other forms of vegetation release gases that contribute to air pollution and cause haze. (Morgan) Air pollution is the introduction into the atmosphere of chemicals, particulates, and biological matter that cause harm to humans, other living organisms, or cause damage to the natural environment. Stratospheric ozone depletion (contributed to air pollution) has long been recognized as a threat to human health as well as to the Earth’s ecosystems. The Earth is capable of cleaning itself of a certain level of pollution, but man-made pollutant have become too numerous for the Earth’s natural mechanisms to remove. We are seeing the results of this overload in the form of acid rain, smog, and the variety of health problems that can be contributed to our environment. (Godish) One of the main causes of air pollution is manufacturing. This source of pollution spews particulate matter and chemicals into the atmosphere. The exhaust from a factory includes, sulfur oxides, nitrogen oxides, carbon monoxide and dioxide, as well as volatile organic compounds and particulates. There is not an area of the Earth’s atmosphere or an ecosystem that has not been altered by the long term effects of the pollution created by manufacturing. Strides have been made to filter the material coming from manufacturing plants, but it may take the Earth millennia to completely recover from the damage already done. (universe) A surprisingly link may exist between ocean fertility and air pollution over land, according to Georgia Institute of Technology research reported in the Feb. 16 issue of the Journal of Geophysical Research – Atmospheres. The work provides new insight into the role that ocean fertility plays in the complex cycle involving carbon dioxide and other greenhouse gases in global warming. (Cain) Finally, the burning of fossil fuels is a part of everyday life of every human on the planet. We burn fossil fuels in our cars, fossil fuel is burned to extract fossil fuel from the Earth, and fossil fuel is used to process fossil fuel into its individual components. Every step of the way releases sulfur and nitrogen oxides, carbon monoxide, heavy metals and particulates into the air. Each step in the process increases the number of asthma cases in the world, raises a person’s chance of having cancer, and increases the chance that your child will be born with congenital defects. (Turco) References Cain, Fraser. (2005). Air Pollution Linked to Growth of Life in Oceans. Retrieved from http://www.universetoday.com/10263/air-pollution-linked-to-gr Godish, Thad. 1997. Air Quality, 3rd ed. Lewis Publishers, Boca Raton, Fl. Morgan, M. T. (2003). Environmental Health, (3rd ed.). Belmont: CA: Wadsworth Turco, Richard P. 2001. Earth Under Siege: From Air Pollution to Global Change, 2nd ed. Oxford University Press, New York.

Differences between men and women

Differences between men and women For a long time there has been considerable scientific interest in studying differences between men and women and the effect that these differences have within the relationship. The sexes are different because their brains are different. The brain, the chief administrative and emotional organ of life, is differently constructed in men and in women; it processes information in a different way, which results in different perceptions, priorities, and behavior. Women have four times as many brain cells (neurons) connecting the right and left side of their brain. This finding provides evidence that supports the observation that men rely easily and more heavily on their left brain to solve one problem one step at a time. Women have more efficient access to both sides of their brain and therefore greater use of their right brain. Women can focus on more than one problem at one time and frequently prefer to solve problems through multiple activities at a time. Nearly every parent has observe d how young girls find the conversations of young boys boring. Young boys express confusion and would rather play sports than participate actively in a conversation between girls who are discussing as many as three subjects at once Recognizing, understanding, discussing as well as acting skillfully in light of the differences between men and women can be difficult. Our failure to recognize and appreciate these differences can become a lifelong source of disappointment, frustration, tension and eventually our downfall in a relationship. Relationships between men and women are not impossible or necessarily difficult. Problems simply arise when we expect or assume the opposite sex should think, feel or act the way we do. Its not that men and women live in completely different realities. Rather, our lack of knowledge and mutual experience gives rise to our difficulties. Men and women approach problems with similar goals but with different considerations. While men and women can solve problems equally well, their approach and their process are often quite different. For most women, sharing and discussing a problem presents an opportunity to explore, deepen or strengthen the relationship with the person they are talk ing with. Woman is usually more concerned about how problems are solved than merely solving the problem itself. For women, solving a problem can profoundly impact whether they feel closer and less alone or whether they feel distant and less connected. The process of solving a problem can strengthen or weaken a relationship. Most men are less concerned and do not feel the same as women when solving a problem. Men approach problems in a very different manner than women. For most men, solving a problem presents an opportunity to demonstrate their competence, their strength of resolve, and their commitment to a relationship. How the problem is solved is not nearly as important as solving it effectively and in the best possible manner. Men have a tendency to dominate and to assume authority in a problem solving process. They set aside their feelings provided the dominance hierarchy was agreed upon in advance and respected. They are often distracted and do not attend well to the quality o f the relationship while solving problems. While men and women can reach similar conclusions and make similar decisions, the process they use can be quite different and in some cases can lead to entirely different outcomes. In general, men and women consider and process information differently. Women tend to be intuitive global thinkers, they come to understand and consider problems all at once. Men tend to focus on one problem at a time or a limited number of problems at a time. They have an enhanced ability to separate themselves from problems and minimize the complexity that may exist. Men come to understand and consider problems one piece at a time. There is evidence to suggest that a great deal of the sensitivity that exists within men and women has a physiological basis. It has been observed that is many cases, women have an enhanced physical alarm response to danger or threat. Their autonomic and sympathetic systems have a lower threshold of arousal and greater reactivity than men. In both men and women, higher levels of testosterone directly affect the aggressive response and behavior centers of the brain. Increasing estrogen and progesterone in men has a feminizing effect. Sexually aggressive males become less focused on sexual aggressive behavior and content when they are given female hormones. On the other hand, changing estrogen and progesterone levels in women during menstrual cycles can produce a flood of memories as well as strong emotions. Increasing or high levels of testosterone can produce an emotional insensitivity, empathic block and increased indifference to the distress others. At the heart of sensitivity is our capacity to form, appreciate and maintain relationships that are rewarding. Even here there are important differences. For men, what demonstrates a solid relationship is quite different from that of most women. Men feel closer and validated through shared activities. Such activities include sports, competition, outdoor activities or sexual activities that are decidedly active and physical. While both men and women can appreciate and engage in these activities they often have preferential differences. Women, on the other hand, feel closer and validated through communication, dialogue and intimate sharing of experience, emotional content and personal perspectives. Many men tend to find such sharing and involvement uncomfortable, if not, overwhelming.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  These differences found in men and women help me understand why relationships are complicated, and why is important to learn and accept these differences. I have a pretty good relationship with my boyfriend but sometimes I feel he does not care enough for the relationship, and that is because we do not how to communicate. That is something that I have been trying to change. I understand that we perceive things different but there are things that we can do to improve the relationship and we both know we can do better. Everything is part of understanding each other and be mature in the relationship. If I love somebody I will try to understand and identify our differences and make changes for the benefit of both.

The Effect Of Government Expenditure Economics Essay

The Effect Of Government Expenditure Economics Essay Pakistan stood categorized in the sixties by high rates of growth and it was widely believed that this exclusive preoccupation with growth had resulted in concentration of income in a few rich families. It has been argued that the manufacturing sector received favorable treatment at the hands of government policy thereby redistributing income from agriculture to industrial sector through over-valued exchange rate for industrial Sector, provision of cheap credit, liberal import of capital goods at below equilibrium cost of capital. The relationship between government expenditure and economic growth has continued to generate series of debate among scholars. Government performs two functions- protection (and security) and provisions of certain public goods Protection function consist of the creation of rule of law and enforcement of property rights. This helps to minimize risks of criminality, protect life and property, and the nation from external aggression. Under the provisions of pu blic goods are defense, roads, education, health, and power, to mention few. Some scholars argue that increase in government expenditure on socio-economic and physical infrastructures encourages economic growth. For example, government expenditure on health and education raises the productivity of labor and increase the growth of national output. Similarly, expenditure on infrastructure such as roads, communications, power, etc, reduces production costs, increases private sector investment and profitability of firms, thus fostering economic growth. However, some scholars did not support the claim that increasing government expenditure promotes economic growth, instead they assert that higher government expenditure may slowdown overall performance of the economy. For instance, in an attempt to finance rising expenditure, government may increase taxes and/or borrowing. Higher income tax discourages individual from working for long hours or even searching for jobs. This in turn reduces income and aggregate demand. In the same vein, higher profit tax tends to increase production costs and reduce investment expenditure as well as profitability of firms. Moreover, if government increases borrowing (especially from the banks) in order to finance its expenditure, it will compete (crowds-out) away the private sector, thus reducing private investment. Furthermore, in a bid to score cheap popularity and ensure that they continue to remain in power, politicians and governments officials sometimes increase expenditure and investment in unproductive projects or in goods that the private sector can produce more efficiently. Thus, government activity sometimes produces misallocation of resources and impedes the growth of national economy. Public Finance is to provide information to all arms of government in other to provide useful data as done for the developed nations that transferred Pubic Finance technology to developing countries. However, the public finance technological transfer has not been used in developing countries to develop their economies. One of the assumptions might have been due to culture mingled with public finance information made available to policy makers. The realities have been x-rayed by public finance and practices. Thus, ID omen citied the following: Economic growth represents the expansion of a countrys potential GDP or output. 2. OBJECTIVE: 1. Short run relationship between government expenditure and economic growth of Pakistan. 2. Long run relationship between government expenditure and economic growth of Pakistan. 3. LITERATURE REVIEW: Ranjan KD, Sharma C Examined the effect of government development expenditure on economic growth during the period 1950-2007. The authors discovered a significant positive impact of government expenditure on economic growth. They also reported the existence of co integration among the variables. Easterly and Rebelo (2009) find that public investment in transport and communications in developing countries leads to higher economic growth. Abdullah HA, 2000 analyzed the relationship between government expenditure and economic growth. The author reported that the size of government is very important in the performance of economy. He advised that government should increase its spending on Infrastructure, social and economic activities. In addition, government should encourage and support the private sector to accelerate economic growth. Ogiogio GO Revealed a long-term relationship between government expenditure and economic growth. Moreover, the authors findings showed that recurrent expenditure exerts more influence than capital expenditure on growth. On empirical research using panel data, one can cite (among others) the papers by Devarajan et al. (1996) henceforth DSZ and Gupta et al. (2005) On the composition of government expenditure and growth for a sample of developing countries. DSZ found a negative (positive) and significant relationship between the capital (current) component of public expenditure and per capita real GDP growth for 43 countries over the period 1970-1990, while Gupta et al. (2005) found quite the reverse for 39 countries between 1990 and 2000. Lee et al. (2009), commenting on Islam (2009), observe that slope heterogeneity, even when random, causes major difficulties for estimation in dynamic panels. They contend that potential heterogeneity in growth rates of different countries renders the standard fixed effects panel estimator to be biased. Given the importance of slope heterogeneity as an econometric issue (see, among others, Baltagi (1995), and Pesaran and Smith (1995), we extend the methodology implemented by DSZ by explicitly modelling the potential cross-country heterogeneity in capital and current expenditure. The fixed effects panel estimator used in DSZ assumes that all the slope coefficients, adjustment dynamics and error variances are invariant across all countries. However, these assumptions are unlikely to hold, because countries are not unanimous in their views on the role of government expenditure in fostering growth, and this largely depends on the political stance of the party in power. The importance assigned to capital and current expenditures, i.e., the 1 commitment to spend on viable long-term capital projects vis-a-vis the spending on recurrent types of expenditure like wages and salaries, subsidies and pension arrangements, also vary across countries. The potential cross-country variations in the parameters of the level and composition of public expenditure are consequently modelled as a linear function of country-specific levels of current and capital spending in this paper. Wagner says, (1999:46) That there is a positive relationship between the per capital income of the citizens in a country with government spending such that the income elasticity of government expenditure is always greater than one. However, other researchers have discovered that the relationship is not always certain because there are periods when government expenditure in relations to the national income will decline when the elasticity of income to government expenditure is less than one. Ram Rati (1986) concluded that overall impact of government size and government expenditures on growth is positive. Rostow Musgrave model (1999:46) carried out a research on growth of public expenditure and concluded that, at the early stages of economic development, the rate of growth of public expenditure will be very high because government provides the basic infrastructural facilities (social overheads) and most of these projects are capital intensive, therefore, the spending of the government will increase steadily. The investment in education, health, roads, electricity, water supply are necessities that can launch the economy from the practitioner stage to the take off stage of economic development, making government to spend and increasing amount with time in order to develop an egalitarian society. To illustrate, models with varieties of capital goods is related to technological process corresponds to an expansion of the number of capital goods, the production function Barros (1979) Tax-smoothing hypothesis says that, if the marginal cost of raising tax revenue is increasing the optimal tax rate is a martingale. This implies that changes in the tax rate will be permanent and, given their different effects on growth, under the two types of growth models, very useful in empirically distinguishing between the exogenous and endogenous models. THEORETICAL BACKGROUND: According to the Keynesian there is increase in government expenditure, the country will grow, holding other things constant. Y = C + I + G+ (X-M ) Y = GDP C=consumption I= Investment (X-M)=Net exports 4. DATA AND METHODOLOGY: Data is collected on annual basis from the year 1972 to 2008 from various issues of economic survey of Pakistan and IFS (International Financial statistics) for GDP and government expenditure. That is converted into growth form. Oxmatrics software is used for estimation. Model: Y=f (GE) Where GE=Government expenditures The model is specified as Y=ÃŽ ±+ ÃŽ ² (GE) +  µ Where GE=Government expenditures  µ=error term Y = GDP growth 5.Estimation technique: Unit root Test: Both series GDP and GE are unit root. AS ADF greater than critical value so we can further proceed for co integration. Regression model: After regression disequilibrium saved the residuals , further test the residuals for stationary , so the residual is stationary it means co integration is exist between GDP and government expenditures. Unit root for disequilibrium: As ADF is less than critical value so the series is stationary and co integration exists. ERROR CORRECTION MODEL: Now check the long run relationship between government expenditures and GDP growth by ECM. This is error correction model Dgdp = + 0.9029*DLgov 0.8551*deq_1 So the value of dis equilibrium is negative and lies between 0 to 1 there exists long run relationship between two variables. 6. Policy implications: The results suggest that the economic growth can be achieved by increasing government expenditures. As we know that increase in government expenditures has also other implications for the economy and this study is limited in scope. So we suggest that government expenditures hike will increase GDP keeping other things constant.

China and the WTO Essay -- Trade Agricultural Economy Economics Essays

China and the WTO Agricultural Challenges after its Accession to WTO Who is really benefiting from it? The membership of Taiwan Province of China in the International Monetary Fund and the World Bank in the early 1980s contributed to ending China’s isolation of its economy from the world. By 1986, China had started lobbying to be readmitted to the General Agreement on Tariffs and Trade after it had left it in 1949 when the People’s Republic of China was founded. As the result of 15 years of laborious negotiations, on December 11 2001, China officially became the 143rd member of the World Trade Organization, and while an economy as large as China can cause commotion for developing countries in the short run, it must also be noted that it should benefit China’s trading partners in the long run. While China transitioned from a centrally planned economy to a market-oriented one, its exports grew from $10 billion in 1978 to $278 billion in 2000, making it the sixth largest trading nation in the world (from the original 30th position it enjoyed in the 1970s). The trade-to-GDP ratio, (often called the trade openness ratio, is the average share of exports and imports of goods and services in GDP) increased from a 10% to about a 40% in the late 1990s. China’s inflows of foreign direct investment, which according to the IMF may lead developing countries to regard it as the private capital inflow of choice, reached $47 billion in 2000, second in size only to the United States. Because it’s inevitable that the inclusion of China to the global economy will lead to shifts in the world production, trade, investment and employment, there have been provisions in China’s Protocol of Accession to WTO (which requires resolution of ... ...Urban-rural Income Gap Li Shi, Yue Ximing http://www.caijing.com.cn/english/2004/040220/040220coverstory.htm China’s Agriculture: New developments since the WTO Entry Tan Xingyu, A.Lei www.china-pictorial.com Chinese Academy of Social Sciences CASS www.cass.net.cn Organisation for Economic Co-operation and Development, OECD http://www1.oecd.org/publications/e-book/92-2003-04-1-7294/C.2.1.htm International Monetary Fund, IMF What will WTO Membership mean for China and its trading Partners? Ramesh Adhikari and Yongzheng Yang http://www.imf.org/external/pubs/ft/fandd/2002/09/adhikari.htm Comrades or Competitors? Trade Links Between China and Other East Asian Economies. By Prakash Loungani http://www.imf.org/external/pubs/ft/fandd/2000/06/loungani.htm The American Society of International Law http://www.asil.org/insights/insigh13.htm

Sioux City Crash :: Essays Papers

Sioux City Crash INTRODUCTION Aircraft accidents can be a tragic thing. Some people may argue that all are avoidable. But when considering this statement, one must always remember there is an element that is in all accidents. Humans. Either through design, being flown by, or maintained by, humans are in all aspects of flying. As long as humans are in 100% control of an airplane there will be accidents. However, a good side to an accident is it is thoroughly researched by the NTSB. (National transportation and safety board). From a majority of those accidents, something can benefit aviation in general. Aviation can be benefited through design, training, or in this situation, re-evaluating current limitations to a safer level. The focus of my project is going to be on a particular accident that took place on July 19, 1989 when a McDonnell Douglas DC-10-10 aircraft crashed in Sioux City, Iowa. This particular type of aircraft, at the time of the accident, had been in production for about 18 years. The United Airlines jet was bound for Chicago when the tail-mounted engine broke apart and severed the aircrafts main hydraulic lines. Without hydraulics the aircraft wouldn’t be able to maneuver. It would also have trouble slowing down for landing. This meant trouble for United Airlines flight 232 with 285 passengers and 11 crew- members on board. Statement of the Problem: A potential problem of complete hydraulic failure if the tail-mounted engine breaks apart. Hypothesis Statement: My theory is this all could have been avoided. The actions taken after the accident could have been incorporated in the initial design of the aircraft. RESULTS On July 19,1989 a United Airlines DC-10-10 passenger plane took off Stapleton International in Denver Colorado. The plane was scheduled to make a quick stop in Chicago, Illinois and then continue on to Philadelphia, PA. After an uneventful hour of flight a loud thump was heard, followed by a shaking of the aircraft. The flight crew observed the tail-mounted engine had failed. (SEE FIGURE 3) While performing an engine shutdown procedure, the crew noticed that they didn’t have any hydraulic pressure. They also noticed that the fluid level was at zero. The co-pilot tried to maneuver the airplane with no success.

Mongol Brutality Essay

Although the Christian and Muslim warriors were of extreme cruelty, the Mongols brutality and carelessness was far greater because of their battle tactics, physiological warfare, and weaponry. These ‘barbarians’ captured a surplus amount of land in a stunning amount of time with questionable war tactics. Despite the brutality of the Mongols, Christian and Muslin warriors began to become more and more merciless. All three of these groups of warriors prove to be dangerous and cruel, but the Mongols seem to have the perfect mix of terror and destruction to make them the most brutal. The Mongols warfare tactics, although quite cruel, proved effective. When the Mongols wanted a village or town to expand their empire, they attacked with full force. The devastating thing about these attacks though, was the ‘no mercy’ kind of mindset they showed. These warriors were known to kill everything to get what they wanted, men, women, and children alike. The Muslim and Christian warriors were thought to have slaughtered whole towns before, but unlike the Mongols, it was not a tactic they were known for. The Mongol people were feared everywhere they went as word spread about these ruthless attacks. The fear these warriors inflicted on some people was enough to surrender attacks and turn over cities before a battle even began. Although whenever the Muslim or Christian warriors approached a battle, it was fought. This proves just how cruel yet skilled these Mongol warriors must have been. However, in most cases, just surrendering seemed to be the better idea, because in the case you didn’t, your city may have been looted and burned with all your people slaughtered. The Mongols success and expansion is largely due not only to their war tactics but also to their advanced weaponry. The Mongols were expert horsemen and masters of the bow and arrow, therefore adding to their success. These warriors used special ‘long bowsâ€℠¢ to have more powerful and precise a weapon; they also used horses to charge into villages and slaughter those inside. Worst of all, the Mongols were thought to have catapulted dead bodies infected with the plague over city walls to kill all of the residents through biological warfare. The Christian and Muslim warriors, although with good weapons, could not match the expertise, power, and experience the Mongols had with their weapons. Their weaponry was simply more advanced and powerful adding to the brutality of these cruel Mongols. The Mongols were extremely powerful warriors, with disturbingly merciless attacks. These warriors’ slaughtered entire towns,  looted cities, and then burned them to the ground. The Christian and Muslim ways of warfare could in some aspects be similar to that of the Mongols, but not nearly to the extent of the Mongols. These warriors who made cities surrender before an attack even began and who had advanced weaponry matched with expert and experienced weapon holders were practically unstoppable. These cruel slaughtering’s, feared attacks, and powerful weap ons used with no mercy outweigh any opposition in the argument of why the Mongols were more brutal than Christian and Muslim warriors.

How Steinbeck Presents the Character of Curley’s Wife

eys Examine how Steinbeck presents the character of Curley’s wife in ‘Of mice and men’ . Refer closely to the text in your answer to support your views. Throughout the novel Steinbeck presents the character of Curley’s wife in a number of ways. Initially he tells us that she is a beautiful girl who is lonely and she is the only female on the ranch. Steinbeck explains that she is presented as a sexual object for Curly. Even though she is the boss’s son’s wife she is still low in the hierarchy within the ranch. She clearly uses her sexuality as a weapon and is seen as a sexual predator.This is shown as she wears a lot of red and ostrich feathers. The red signals love, danger and sex. Unfortunately her sexuality has no impact on the farm because everyone is scared of being friendly or seen with her due to her husband’s power. She is flirtatious ‘you guys seen Curly anywhere? ’ She asks this just to be able to enter the stable to be with the men and this is used a decoy to get her to be able to socialise with the men. Stein beck is giving the reader a negative image of her, almost as a sex slave.We see this negativity in other character’s description of her: George states she is a ‘rattrap and a tramp’ , Lennie calls her ‘ purdy’, Candy states ‘ well that gloves full of Vaseline’ this refers to the idea that Curley wife is merely viewed by all as an object of sexual desire yet men are wary of her and avoid contact where possible. She seeks out greater weaknesses in others in order to protect herself or to survive. This she does with her appearance: ‘full rough lips, heavily made up eyes, finger nails red, her hair hung in little clusters’ . Her choices of clothes are very feminine and tempting desire.She wants to be admired and noticed. Her actions and mannerisms are also very sexual ‘leans against the door frame so her body is thrown forwar d. ’ Steinbeck is trying to present the character as a tease and an object of desire. This however clearly shows that she is a beautiful and desirable women who is merely seeking reassurance and love. Steinbeck presents Curley’s wife as not being important. This is evidenced by the fact she has no name and is only defined by her relationship with Curley. This is quite sad and emphasises that she has no real family, friends and is the only female.She is Curley’s possession and is used in the novel to show his masculinity and that she is trapped in a loveless marriage. Yet despite being unimportant she has a big impact on George, Lennie and Candys future dreams – they disappear on her death. Steinbeck shows the hierarchy of people clearly in the novel. Curley’s wife has little power as men are portrayed as more important. This is shown when Curley orders her to go back to the house and he treats her as a possession. Sadly the novel refers to her back ground as not being happy as her mother instructed her not to marry Curley but she did.Curley’s wife is shown as a lonely character who is desperate for companionship. She flirts with the men on the ranch and forces her company on them. Sadly she pays the price for her need of company when she encourages Lennie to stroke her hair and he overpowers her and accidently kills her. The American dream is key to the novel – this means everyone should have equality and hope for the future. Curley’s wife has a dream of becoming a Hollywood star, ‘says I was a natural’ and ‘I could have been in the movies’ This is still her dream to escape from the ranch.This emphasises her innocence as she still believes she will get her chance in life and these were her last thoughts before she was killed by Lennie. Steinbeck shows Curley’s wife as a victim – sweet and innocent in death. No one is sad for her – they only worry about Lennie- George is only worried about Lennies mistake, Curley wants revenge and to be seen as a strong man ‘I’m gonna shoot the guts outta the big bastard’ Throughout the novel no one shows her any sympathy: Candy is angry as his dream has been shattered now ‘you god damn tramp†¦. you messed things up’. She has lived a life without love and without achieving her dream.

Facilitating Learning And Assessment In Practice

Introduction I am a registered nurse based in a ward that manages spinal and orthopaedic conditions among patients. Currently, I am finalising my training as a qualified mentor. This paper presents a reflective account of my experiences in facilitating, teaching, and assessing student learning during their learning practice. It also highlights the learning outcomes drawn from the experience. Due to ethical considerations of any academic publication, which demands confidentiality, and anonymity of the persons that were actively involved in my encounter, this paper omitted names or used pseudonyms in the development of the account (Polit & Beck, 2008). Practice-based learning provides the students with needed experience, which is an essential aspect of skill development that enhances their ability to effectively interact with clients as well as their families by developing the student’s communication, interpersonal, psychomotor, and technical skills (Myall et al., 2008). Practice-based learning is also an effective opportunity that allows the learners to link theory and practice, which are vital in the learner’s professional development (Zachary, 2011). Furthermore, practice-based learning is essential in a nursing career due to its vocational nature as well as its role in determining the learner’s clinical competency and hence protecting the public from instances of incompetency in nursing practice (NMC, 2008). Through demanding and instilling high standards of professionalism during assessments, practice-based learning makes sure that nursing students are able to effectively practice before they are registere d as nurses (Myall et al., 2008). This demonstration of my eligibility to assess and supervise nursing students in practice coupled with successful completion of this training will allow me to be an effective mentor in nursing (Price, 2007). Therefore, I will be able to actively participate in the development of future nurses that will meet the needs of patients, which are increasing in diversity and complexity (Polit & Beck, 2008). Nursing Standards In order to promote adherence to specific attributes that support assessment and learning in practice, the nursing standards offers specific guidelines that must be met by teachers, practice teachers and mentors (NMC, 2008). Specifically, the fixed requirements cover standards, frameworks, and information on the approaches for assessment in nursing practice. There standards are defined by eight domains including: leadership, evidence-based practice, context of practice, creating a learning environment, learning evaluation, assessment and accountability, learning facilitation, and establishment of valuable working relationships (NMC, 2009). Linking these domains to my own practice, I hold high regard for leadership and formation of useful working relationships. Establishment of good working relationships is essential in nursing as a nurse works together with the patients family in ensuring the best nursing care is provided for the patient (Polit & Beck, 2008; Appendix 1) enhancing the standards of care. Good working relationship is also important in minimizing the negative student experiences building on the student’s competency in practice (NMC, 2008). Consideration of the imperativeness of family-centred approach to nursing care and the promotion of good working relationships demands effective leadership. To be specific, leadership in my case involves influencing others, improving nursing care, and role modelling (NMC, 2009). This demands application of a situational approach to leadership when handling different leadership situations at work. In my work setting, leadership is broad ranging from handling the pa tient’s family issues, which requires participative leadership, or directing a practicing student, which demands assertiveness. However, it is imperative for a nurse to act in the best interest of the patient (Price, 2007) which can best be achieved through autocratic approach to leadership. Consequently, establishment of effective leadership and relationships require knowledge, skill, and experience and are vital in the provision of high-quality nursing care (Myall et al., 2008). There are several professional challenges that I encountered during the assessment which emanated from the complexities related to staffing levels and hastiness in the ward that negatively influence the quality of practice assessment (Polit & Beck, 2008). The sustained pressure from clinical commitments and the limited time availability affects the process of student supervision and assessment during practice-based learning (NMC, 2009). More so, there may be inconsistency in achievement, which affects the process of student assessment with regard to their fitness to practice (NMC, 2008). In other cases, some students in practice-based learning do not conform to the existing support systems for instances of failure limiting their learning and effectiveness of the assessment. In addition, the supervisor may be reluctant to fail an incompetent learner due to perception that he process is too complex or general poor assessment, this also posed a challenge in my practice. The existing nursing standards that guide learning and assessment of students in practice offer frameworks for nursing mentors. However, the document is limited, as it does not consider all competence assessment aspects (Myall et al., 2008). Therefore, some forms of assessment are subjective as much as the framework for assessment is provided due to the intrinsic nature of the nursing profession and the variations in nursing skill-set to be assessed. It is challenging to establish a comprehensive assessment of competency especially due to learners’ spontaneous action to utilise their skills, knowledge, and attitude from an emotional intelligence perspective (Bradshaw & Merriman, 2008). These issues are enhanced in situations where a mentor fails to fail instances of incompetency among learners (Myall et al., 2008). These problems are resolved through the use of sign-off mentors that offer final evaluation of the students before being accredited to be effective to service as pr ofessional nurses at the end of nursing training program (NMC, 2009). Consequently, more support to the nursing standards is needed to promote effectiveness of learning assessment for practice-based learning. This support is provided various nursing documents such as nursing guides, which offer strategies and support for practitioners in the nursing profession. Facilitating Learning and Assessment This is an important approach for assessing skills, knowledge and attitudes among nursing students (Price, 2007) and is complex in nature with the focus of promoting objectivity in the assessments (Bradshaw & Merriman, 2008). The ensure the diversity of the nursing settings are accommodated during the assessments, there are several assessment approaches that can be used in student mentorship programs including mini clinical assessment exercise, direct observation, case-based discussion, and mini peer assessments (Myall et al., 2008). Mini clinical assessment exercise offers an overview of student performance of key clinical skills. This assessment approach works both in routine patient encounter as well as ward environment. Direct observation of procedural skills involves observing a nursing student which conducting a clinical procedure where the observer provides necessary feedback at the end of the procedure. A good example of a clinical procedure that can be observed is preparatio n of a dressing trolley by a student. Case-based discussion, on the other hand, involves an interview aimed at exploring judgment and behaviour such as asking the student to list what he/she observed during a specific patient care program. Finally, mini peer assessments encompass a team of qualified professionals that offer feedback on the performance of an individual. The process of selecting the method of assessment should consider its cost effectiveness, educational impact, acceptability, validity, and reliability (Bradshaw & Merriman, 2008). Assessing a student’s craft knowledge helps the student to reflect and develop based on experiential learning (NMC, 2009). Effective assessment should focus on developing insights into a student’s craft and formal knowledge in order to understand the student’s ability to assess risks and utilise learned knowledge in meeting practice requirements (Price, 2007). There are four vital areas that cover student assessment, namely motivation, performance, skill, and knowledge. Even though continuous assessment is known to promote effective positioning of a student’s performance, it has limitations with regard to reliability and validity. Therefore, successful implementation of student assessment require coordination between service providers and educators to ensure the assessment approach is appropriate in terms of its summative and formative perspectives which are imperative in promoting a working linkage between theory and practice (Myall et al, 2008). Mentorship program in clinical setting is complex due to the pressure emanating from the need of sustained student assessment in front of the patients and their family as well as other professionals, which may raise anxiety among the students as well as assessors, which may negatively impact on the assessment process (Bradshaw & Merriman, 2008). Anxiety may be caused by a variety of reasons including curriculum changes, which may undermine the assessor’s competency, the student’s readi ness during assessment, and the assessors feeling of competency with regard to the assessment process. This portfolio outlines an assessment of the competency of a nursing student with regard to the appropriate use of pain assessment tools. I considered this to be vital in the profession of nursing due to the importance of pain assessment skills in nursing care as it is classified as the fifth vital sign in nursing (Murray et al., 2008). Considering the requirement that nursing students should actively participate in vital signs, developing this competency is vital for patient safety (Price, 2007). Further, I considered this assessment to be a direct observation of a procedural skill where I was available during the whole process while offering feedbacks and assessments on the process (NMC, 2009). To ensure the assessment was a success, I developed a plan that included a criterion for implementing the process as well as questions that were used for testing the levels of understanding exhibited by the learner. Furthermore, the assessment plan was developed with the consideration for th e student’s level of practical and theoretical learning (Myall et al., 2008). The questioned used in the assessment were open-ended to allow the student to offer the rationale behind their action path. This was important in developing deeper insight into the leaner’s competency, as well as promotes appreciation of diverse approaches to skills application (Murray et al., 2008). The assessment was initiated after ensuring the ward was quiet enough to minimise the effects of a noisy setting on the assessment program. The process commenced with an official introduction between me and the student as an approach to familiarization between me and the student to minimise instances of anxiety (Price, 2007). After that, I proceeded by informing the student my expectations, the timeline, and offered my reassurance that the process was not formal as I was just interested in observing the process and offering my feedback at the end of the process (Murray et al., 2008). As much as I managed to develop effective background information needed to establish an effective assessment void of anxiety, I did not inquire about the learner’s previous experience, which could have assisted in the assessment process. As much as I had previous encounter with the student, lack of enough background information hampered my effective participation in the growth of the student durin g the practice-based learning. Furthermore, I did not clearly identify the outcomes of the assessment at the beginning of the assessment. As much as appropriate information was provided and the environment was conducive, developing a summary of discussion could have enhanced the levels of student conceptualization of the expectations as well as minimize anxiety and confusion (NMC, 2009). When the student completed the first process, I asked the student several questions. These questions were established to evaluate the student’s communication skills, their understanding of the problem at hand, and general nursing skills (Murray et al., 2008). From the assessment, I observed that the student effectively communicated with the patient as well as the patient’s family a clear illustration of practical application of family-centred approach to nursing (Price, 2007). The student also effectively addressed the nursing situation at hand, as he utilised Wong-Baker pain rating to stabling the pain situation by the patient (Wong et al., 2001). After the student had gained an appropriate pain score, I asked the student a question regarding the appropriate frequency for observing pain, in which the response of the student was appropriate (Bradshaw & Merriman, 2008). From the case, it was evident that I had a problem with my communication skills as I had to repeat mys elf severally before the student could understand what I was addressing. Lowering my communication speed is necessary to enhance the student’s ability to comprehend the information given to them during assessment and minimise on instances where students are overwhelmed by information that is faster than their processing rates. I offered the student a feedback session with the aim of promoting proactive learning relation with the student (Murray et al., 2008). This feedback included active involvement of the student in the development of an action plan for dealing with the identified inconsistencies during the assessment. Considering that the student demonstrated competency in the skill that I was assessing, the action plan was centered on increasing the number of alternative approaches that can be used in applying the skill with the focus on increasing the student’s reflexive skill and hence a holistic competency (Zachary, 2011). The process of provision of the feedback considered developing a positive and constructive impact on the student to assist the student in building self-esteem, cultivating a positive working relationship as well as a supportive learning environment which are important aspects that reduces anxiety during nursing practice (Myall et al, 2008). Research has demonstrated that st udent-mentor relationship influences the student’s learning experience (Price, 2007) and therefore, effective communication between the mentor and the learner can illicit competency concerns at early stages to minimise instances of failure (Zachary, 2011). Even though the student and the mentor may feel sad due to a failed assessment, it is vital for the mentor to appreciate failure as avoiding to report of failure may have an adverse effect on the progression of the student (Bradshaw & Merriman, 2008). This feedback was provided immediately after the assessment session as an approach to providing the student with prompt support and offer immediate corrective measure for any unpleasant conduct exhibited by the student during the session (Zachary, 2011). Based on the assessment and my individual reflections on the outcomes, I identified various areas of my practice that require improvement. Specifically, my feedback on the assessment was limited and did not offer the student a wider scope on improvement. Furthermore, my speaking speeds need to be slowed to ensure effective communication. I also need to focus on developing in-depth background information about the student before the assessment as well as offering the student the expected outcomes of the assessment. In addition, asking the patient about the service will also enhance the determination of the performance of the student as well as development of an effective feedback. Reflective Commentary Mentorship is an important leadership characteristic (Zachary, 2011). Transformational leadership is founded on the ability of an individual to influence others through affecting their thinking. Adoption of this approach of leadership in nursing promotes autonomy as well as enabling the students to realise their full potential. It is also central to encouraging the development of excellent Interprofessional rapport (Myall et al., 2008). By becoming a role model at work through formulating solutions to problems that exist within nursing mentorship, I will be able to benefit myself as well as the student. This influence can also be transferred to other situations in the nursing environment, which will culminate to a better outcome in my nursing practice (Price, 2007). Common obstacles to mentorship such as staffing issues, hectic hospital environment, and clinical commitments influence my ability to perform as a mentor and hence the development of an effective relation with the student is essential (Price, 2007; Appendix 2). Due to the hectic nature of the nursing environment it is challenging to get time for developing a written feedback for the student however to enhance by mentorship capability I need to establish relationship with other mentors that is founded on sharing evaluation feedback as an approach to building my scope with regard to student evaluation. Being able to share with other mentors about feedback can also expand my evaluation to the benefit of the student. As much as this approach is effective in enhancing a student mentorship program in hospital settings, it is challenging especially in cases where other mentors are not interested in sharing their experiences and work limiting its usability. Promoting teamwork in mentorship can be an effective approach to overcoming this obstacle. Dealing with the problem of anxiety requires innate understanding of the student, which implies discussing with the student the most appropriate way for implementing the assessment. This is effective as it encourages the student to be actively engaged in the assessment program and also creating a better relationship between the mentor and the student (Zachary, 2011). Conclusion The process of student assessment is only successful if it is administered objectively and fairly. As much as this approach may result to some emotional distresses by both the assessor and the student, it is imperative for the success of a mentorship program and prevention of negative implications on the student’s advancement. It is also necessary for ensuring approved nurses are competent enough to guarantee patient safety. Therefore, I am determined to ensure that students that I mentor, assess and approve and fit and competent to service as nurses in their respective fields. To achieve this, I will focus on developing a closer working relationship with the students to ensure all competency issues are identified and addressed timely. This is important in ensuring the students that I encounter do not face surprises later during their summative assessment or even when practicing as registered nurses. Furthermore, involvement of the patients and their families in the assessment of my students will be a major trademark of my mentorship and assessment program as I regard inputs by the patient vital to determining the competency of the student nurse. Consequently, as much as the practice of assessment and mentorship is challenging and compound in nature, I believe that effective application of relevant knowledge and skills while focusing on the expected outcomes, it is possible to deliver efficiently in this function. This reflection process has enriched my understanding on the concept of mentorship and its significance in the nursing profession. It has also enhanced my perception of the concept of professional and personal development. I believe that if I eliminate the few areas of weakness that I have identified in the reflection, I will be able to offer effective mentorship and assessment for nursing students in clinical practice. References Bradshaw, A., & Merriman, C. (2008). ‘Nursing competence 10 years on: fit for practice and purpose yet?’ Journal of Clinical Nursing, 17(10): 1263-1269. Murray, C., Grant, MJ., Howarth, ML., & Leigh, J. (2008). ‘The use of simulation as a teaching and learning approach to support practice learning.’ Nurse Education in Practice, 8(1): 5-8. Myall, M., Levett?Jones, T., & Lathlean, J. (2008). ‘Mentorship in contemporary practice: the experiences of nursing students and practice mentors.’ Journal of clinical nursing, 17(14): 1834-1842. Nursing and Midwifery Council, NMC. (2009). Additional information to support implementation of NMC Standards to support learning and assessment in practice. London, UK : Nursing and Midwifery Council (NMC). Nursing and Midwifery Council, NMC. (2008). The Code: Standards of conduct, performance and ethics for nurses and midwives. London: NMC. Retrieved from http://www.nmc-uk.org/aArticle.Aspx Price B. (2007). ‘Practice-based assessment: strategies for mentors.’ Nursing Standard, 21 (36), pp. 49-56. Polit, DF., & Beck, CT. (2008). Nursing research: Generating and assessing evidence for nursing practice. Philadelphia, PA: Lippincott Williams & Wilkins. Zachary, LJ. (2011). The mentor’s guide: Facilitating effective learning relationships. New York, NY: John Wiley & Sons. Appendices Appendix 1: Critical thinking competency standards Source: http://www.drake.edu/media/collegesschools/soe/images/msld/competency_model.png Appendix 2: Essential competencies for an effective mentor

Audio Lingual Method

1 GGGV 2044 METHODS IN TEACHING ENGLISH AS A SECOND LANGUAGE Semester 2 2009/2010 AUDIO-LINGUAL METHOD: A DISCUSSION (INDIVIDUAL ASSIGNMENT) LECTURER: DR. HAMIDAH BT. YAMAT @ AHMAD LISA KWAN SU LI A123040 TESL/2 2 1. 1 INTRODUCTION The Audio-lingual Method (ALM), by its very name – â€Å"audio† and â€Å"lingual† – refers to a language teaching approach that focuses on two aspects of language, namely listening and speaking.Unlike its predecessor, the Grammar Translation Method, which focuses on reading and writing skills, this approach chooses to emphasize on the first two stages in the natural order of language learning (listening, speaking, reading followed by writing) with the belief that learners who are better speakers and listeners consequently make better readers and writers. The ALM has a firm foundation in the theories of both structural linguistics and behavioural psychology, and thus incorporates techniques and strategies that advocate the conce pts and assumptions of language learning from both schools of thought.The structural linguistics view of language learning says that language is learned through awareness and specific attention to the patterns and structure of the language. One of the ALM’s main characteristics is its use of repetition and drills that draw learners’ attention to the patterns of the target language which are subsequently memorized and repeated to automaticity. Language learning from the view of behavioural psychology on the other hand, occurs by conditioning and habit formation of accurate responses to stimuli. The right response for a stimulus is modelled by the teacher beforehand and then drilled into the learners repeatedly until such responses become a â€Å"habit† that enables learners to successfully produce accurate responses without clues or prompting by the teacher. This discussion aims to further understand the Audio-lingual Method and explore the advantages and disadva ntages of employing it in the second language classroom. The author also puts out her recommendations for the use of the ALM in the second language classroom. 2. 1 HISTORY By the first half of the twentieth century, the Direct Method had lost its popularity in the U. S.However, it is believed that the decline of the Direct Method brought about the emergence of the ALM. As Brown (2001) puts it: â€Å"†¦ by the middle of the twentieth century, the Direct Method was revived and redirected into what was probably the most visible of all language teaching â€Å"revolutions† in the modern era, the Audio-lingual Method. † The U. S. educational institutions at the time still believed that a reading approach like the Grammar Translation Method was more practical than an oral one. Therefore the 1930s and 1940s saw the Grammar Translation Method going strong in all schools across the U.S. However, after World War II, the U. S. saw an urgent need for her to be orally proficien t in the language of her allies as well as foes. This led to a drastic change in 4 the current view of language teaching from a mere reading approach to one with a heavier emphasis on aural and oral skills. Special intensive language programs were developed by the U. S. army which came to be known as the Army Specialized Training Program (ASTP), or more simply, the Army Method. In the 1950s, the Army Method was renamed the Audiolingual Method. 3. 1 PRINCIPLES OF ALMSome of the main principles of language learning in the ALM are stated by Alkhuli 2005 (as cited by Abdel-Rahman Abu-Melhim in the International Forum of Teaching and Studies). One of these principles is that the second language learning process should be similar to that of first language acquisition. This complies with the natural order of language learning which is listening, speaking, reading and finally, writing. It is believed that the learner first learns to speak what he has listened to, then read what he has spoke n, and write what he has read.Therefore, the ALM emphasizes on listening and speaking skills in order to facilitate the progress of reading and writing skills besides increasing communicative competency. Another principle is that the second language is best acquired by habit formation. A habit is created when an action is repeated and is subsequently produced 5 in response to certain stimuli almost without conscious activity. This is achieved via the repetitive pattern practices that are part and parcel of the ALM. Translation of the target language into the native language is considered harmful and will hinder acquisition of the second language.Such translations are believed to impede the mastery or control of the second language. When the target language is used in all circumstances in the classroom, learners learn to make direct connections between the vocabulary and its semantics in the target language itself, which is ideal for effective second language learning. However, these principles are merely assumptions. Counter-arguments include: second language learning is completely different from native language acquisition in many different aspects.In addition, the natural order of language learning that the ALM stresses on is irrelevant because the four language skills can be developed simultaneously rather than sequentially. The learning of a second language is not necessarily a process of habit formation where responses are elicited by stimuli, but also involves the cognitive. Finally, translation into the native language has proven a useful technique indeed in learning a second language, demonstrated in methods such as the Grammar Translation Method. 4. 1 MAIN FEATURES As aforementioned, the ALM follows the natural order of language learning.The use of repetitive drills is justified in shaping a new â€Å"habit† for learning the second 6 language. Stimuli-responses are expected and correct ones are immediately reinforced as conditioning, concurrent with the views of behavioural psychology. The native language also plays a minimal role in the ALM. Only the target language is used within the classroom by both teacher and learners. New material in the target language is also introduced in dialogue form, closest to a natural situational context for learners to gain communicative competence and skills.Modeling is done by the teacher whereby a particular structure of sentence is spoken and learners repeat the sentence, mimicking its sound patterns and intonation, and aiming for identicalness. Slips in learners’ pronunciation of words in the sentence are immediately corrected by the teacher to avoid formation of â€Å"bad habits†. Grammar rules are not taught explicitly but are expected to be induced by the learners through the various examples and patterns that are exposed to them during the lesson.Contrastive analyses are also done between the native language and the target language in order to draw learner’s attention to differences in pattern, structure and sound system of both languages. 5. 1 TECHNIQUES There are many techniques employed in the classroom that advocate the underlying principles (or assumptions) of the ALM, and are also based on the aforementioned two main schools of thought for the said method. 7 One of the main techniques used is of introducing new learning material in the form of a dialogue. A model conversation is analyzed, broken down and memorized through mimicry. Dialogues are seen as a natural conversational ontext that will aid learners in applying learned structures and vocabulary. Many drills are used in the ALM. The backward build-up drill (expansion drill) breaks down a difficult sentence into smaller parts. Usually the last phrase of the sentence is repeated by the learners and then parts are added on, or expanded, until learners are able to repeat the complete sentence without further trouble. Single-slot substitution drills require the learners to substi tute in cues given by the teacher into a particular slot in the sentence. Multiple-slot substitution drills on the other hand, require a higher level of competence from the learners.Learners must recognize particular slots within the sentence to substitute the cues given by the teacher, occasionally having to alter subject-verb agreements as well. Other drills include the repetition drill, chain drill, transformation drill and question-and-answer drill. (Refer to Appendix A) 6. 1 ADVANTAGES As compared to an extreme method like the Grammar Translation Method, where reading and writing are so stressed on that speaking and listening skills are neglected, ALM does develop the aural/oral skills of learners. Learners through the ALM are able to participate in situational contexts competently. 8In addition, learners are more aware of the phonetic aspects of the language. Through modeling and mimicry, learners pay more attention to proper pronunciation and intonation. Errors in pronunciati on are immediately dealt with, while correct responses are positively reinforced. Learners are sensitive to the intonation and are aware of their different functions of questioning, requesting, pleading etc. Through substitution drills, learners also learn to recognize the borders between the phrases that make up the sentence. They are also exposed to a variety of different sentences that have similar structures through repetition drills as well.Transformational drills help learners familiarize with question tags and their corresponding answers, affirmative and negative sentences and even active and passive ones. Such a wide variety of sentence and question structures serve to enhance learners’ communicative ability. 7. 1 DISADVANTAGES Although the drills that are the ALM’s distinguishing feature may be considered one of its strengths, they are also its weakness. Such drills leave no room for creativity, causing learners to lose interest or feel bored in the classroom. When learners lose their motivation, it negatively affects their progress in second language learning.New vocabulary learned is also limited in context. Instead, the sound system and grammatical patterns are emphasized on more. Learners are taught set phrases in gruel repetition in response to certain questions, where the form and structure are 9 highlighted. Consequently, learners are only drilled to respond correctly with answers that are expected of them without caring much for its meaning. For example, the set phrase, â€Å"Fine, thank you,† is taught as a response to the question â€Å"How are you? † which learners use even when they feel otherwise.This phenomenon is comparable to robots that have no cognition and only give particular responses to particular stimuli! There is rarely any variation in learners’ responses other than the ones that have been taught. Therefore, interaction and dialogue is very schematic and unnatural. In short, communicative com petence is still called to question. Learners of the ALM may be able to participate in conversations, but they are rarely spontaneous and it is observed to be rather a case of regurgitating the â€Å"right† responses in a certain situational context from memory.Should they not be able to recall the set phrases that have been learned, they are at a loss as to how to respond to the questions and conversational prompts of the other speaker. 8. 1 RECOMMENDATIONS From the discussion above, it is evident that although communicative competence is insufficient, the ALM drills provide learners with a multitude of structures and grammatical patterns that form the basic foundation for communication. The challenge is to help learners apply the knowledge they have gained to communicating effectively and in a natural manner. 10However, this cannot be done if drills are continuously insisted upon in the classroom. A degree of flexibility is needed on the part of the teacher to allow spontan eous and natural conversation to take place after drilling them as well. Unguided dialogue practice forces the learners to apply what they have been drilled with into a communicative setting, taking into consideration the meaning of the phrases learnt with relevance to the given situation. Model conversations can still be provided, but spontaneous ones allow for creativity and variety in responding according to the individual learner. Communication becomes more natural.With regards to learner motivation, the responsibility is shouldered by both the teacher and the learners themselves. The teacher needs to, again, be flexible and allow for elements not necessarily ALM-like to be incorporated into the lesson, if only for the sake of breaking the monotone. Drills can still be employed of course, but in more interesting ways like role play and physical activities. In essence, the teacher should be creative in her strategies with the aim of increasing the communicative competency of the learners rather than teach by the book. Learners as well, play a major role in their own learning progress.They should maintain a high level of self-motivation by actively participating in tasks and activities and being attentive at all times. 9. 1 CONCLUSION The ALM definitely has its pros and cons in a second language classroom. However, the disadvantages and negative implications can be overcome if a slightly more eclectic approach to second language teaching is taken. Some teachers may stubbornly hold fast to the rules of the ALM and refuse to stray from it. In such a case, the 11 objective of second language teaching should be questioned. Is one’s loyalty to the method or to the goal of aiding learners in achieving communicative competence?If it is the latter, it does not matter what method is used in the classroom as long as ultimately, learners gain valuable communicative skills. As Celce-Murcia illustrates (as cited by Abdel-Rahman Abu-Melhim in the International Foru m of Teaching and Studies): â€Å"Today, language students are considered successful if they can communicate effectively in their second or foreign language, whereas two decades ago the accuracy of the language produced would most likely be the major criterion contributing to the judgment of a student’s success or lack of success. † (1991, p. 125)One single method should never be used exclusively in the classroom because it shall always remain flawed. It is the teacher’s responsibility to determine her teaching goals and appropriate methods to be used; where an eclectic one might better achieve those goals. Therefore, the teacher of a second language must be prepared to modify and adjust her methods to suit the different learning needs of the learners. 12 APPENDIX A Here are examples of the different drills used in the Audio-lingual Method: Repetition drill Repetition drill is the normal drill, usually used to teach the lines of the dialogue.Students are require d to repeat after the teacher’s model until they are almost identical. Chain drill The Chain drill uses maybe the first few lines of a simple dialogue. The teacher begins by addressing a student, or asking him a question. The student responds, then turns to the student beside him and asks him a similar question. The second student responds and the chain goes on until each student has participated. This allows for the teacher to check learner’s speech. Transformation drill The teacher may give learners a question, and the learners are then required to formulate an answer from the form of the question given, and vice versa.Or, an affirmative sentence is given and learners need to transform it into the negative. This can be used for teaching active and passive sentences, as well as direct and reported speech. Question-and-answer drill This drill allows for learners to practice answering questions accurately and rapidly. It can also be done the other way round, where the l earners form the questions on cue. 13 REFERENCES Abdel-Rahman Abu-Melhim. 2009. Re-evaluating the Effectiveness of the Audiolingual Method in Teaching English to Speakers of Other Languages.International Forum of Teaching and Studies 5(2): 1-9. Britto, Rory. 2009. The Dissipation of Methods in ESL: Expanding to Fill the Void. The Journal of Education p. 75-84. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy, p. 13-37. Second edition. New York: Addison Wesley Longman, Inc. Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. Second edition. New York: Oxford University Press. Savignon, Sandra J. 2001. Communicative Language Teaching. Theory Into Practice 26(4): 235. Audio Lingual Method The Audio lingual method or the Army Method is a style of teaching used in language Instruction. It is based on behaviorist ideology, which professes that certain trait of living things, and in this case humans, could be trained through a system of reinforcement and correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. So in the Audio Lingual Method, the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure. In audio lingual’s there is no explicit grammar instruction so that everything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing that will result in a student receiving negative feedback. As mentioned, lessons in the classroom focus on the correct imitation of the teacher by the students. Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom. This method is one of the three main ways to teach a foreign language. Along with â€Å"the direct method,† the audio lingual approach keeps the majority of the language instruction in the target language. Audio lingual teaching concentrates on drills that teach grammar while the direct method concentrates more on vocabulary. When the grammar of the target language is explained in the native language, the method is called communicative language teaching. The method relies on drilling, habit formulation, and the use of a language lab, which might remind you of your high school language class. Grammar is not taught outright, but instead language is taught in its correct grammatical structure. Although the method made sense for its original purpose and was successful in allowing basic communication. The method relies on drilling, habit formulation, and the use of a language lab, which might remind you of your high school language class. Grammar is not taught outright, but instead language is taught in its correct grammatical structure. Although the method made sense for its original purpose and was successful in allowing basic communication. The Audio-lingual Method is still in use today, though normally as a part of individual lessons rather than as the foundation of the course. These types of lessons can be popular as they are relatively simple, from the teacher's point of view, and the learner always knows what to expect. But it has been heavily criticized, especially by linguist Noam Chomsky. The rigidity of the method left little room for the spontaneity of free-flowing conversation, which made it difficult to use the language in the real world. Audio Lingual Method 1 GGGV 2044 METHODS IN TEACHING ENGLISH AS A SECOND LANGUAGE Semester 2 2009/2010 AUDIO-LINGUAL METHOD: A DISCUSSION (INDIVIDUAL ASSIGNMENT) LECTURER: DR. HAMIDAH BT. YAMAT @ AHMAD LISA KWAN SU LI A123040 TESL/2 2 1. 1 INTRODUCTION The Audio-lingual Method (ALM), by its very name – â€Å"audio† and â€Å"lingual† – refers to a language teaching approach that focuses on two aspects of language, namely listening and speaking.Unlike its predecessor, the Grammar Translation Method, which focuses on reading and writing skills, this approach chooses to emphasize on the first two stages in the natural order of language learning (listening, speaking, reading followed by writing) with the belief that learners who are better speakers and listeners consequently make better readers and writers. The ALM has a firm foundation in the theories of both structural linguistics and behavioural psychology, and thus incorporates techniques and strategies that advocate the conce pts and assumptions of language learning from both schools of thought.The structural linguistics view of language learning says that language is learned through awareness and specific attention to the patterns and structure of the language. One of the ALM’s main characteristics is its use of repetition and drills that draw learners’ attention to the patterns of the target language which are subsequently memorized and repeated to automaticity. Language learning from the view of behavioural psychology on the other hand, occurs by conditioning and habit formation of accurate responses to stimuli. The right response for a stimulus is modelled by the teacher beforehand and then drilled into the learners repeatedly until such responses become a â€Å"habit† that enables learners to successfully produce accurate responses without clues or prompting by the teacher. This discussion aims to further understand the Audio-lingual Method and explore the advantages and disadva ntages of employing it in the second language classroom. The author also puts out her recommendations for the use of the ALM in the second language classroom. 2. 1 HISTORY By the first half of the twentieth century, the Direct Method had lost its popularity in the U. S.However, it is believed that the decline of the Direct Method brought about the emergence of the ALM. As Brown (2001) puts it: â€Å"†¦ by the middle of the twentieth century, the Direct Method was revived and redirected into what was probably the most visible of all language teaching â€Å"revolutions† in the modern era, the Audio-lingual Method. † The U. S. educational institutions at the time still believed that a reading approach like the Grammar Translation Method was more practical than an oral one. Therefore the 1930s and 1940s saw the Grammar Translation Method going strong in all schools across the U.S. However, after World War II, the U. S. saw an urgent need for her to be orally proficien t in the language of her allies as well as foes. This led to a drastic change in 4 the current view of language teaching from a mere reading approach to one with a heavier emphasis on aural and oral skills. Special intensive language programs were developed by the U. S. army which came to be known as the Army Specialized Training Program (ASTP), or more simply, the Army Method. In the 1950s, the Army Method was renamed the Audiolingual Method. 3. 1 PRINCIPLES OF ALMSome of the main principles of language learning in the ALM are stated by Alkhuli 2005 (as cited by Abdel-Rahman Abu-Melhim in the International Forum of Teaching and Studies). One of these principles is that the second language learning process should be similar to that of first language acquisition. This complies with the natural order of language learning which is listening, speaking, reading and finally, writing. It is believed that the learner first learns to speak what he has listened to, then read what he has spoke n, and write what he has read.Therefore, the ALM emphasizes on listening and speaking skills in order to facilitate the progress of reading and writing skills besides increasing communicative competency. Another principle is that the second language is best acquired by habit formation. A habit is created when an action is repeated and is subsequently produced 5 in response to certain stimuli almost without conscious activity. This is achieved via the repetitive pattern practices that are part and parcel of the ALM. Translation of the target language into the native language is considered harmful and will hinder acquisition of the second language.Such translations are believed to impede the mastery or control of the second language. When the target language is used in all circumstances in the classroom, learners learn to make direct connections between the vocabulary and its semantics in the target language itself, which is ideal for effective second language learning. However, these principles are merely assumptions. Counter-arguments include: second language learning is completely different from native language acquisition in many different aspects.In addition, the natural order of language learning that the ALM stresses on is irrelevant because the four language skills can be developed simultaneously rather than sequentially. The learning of a second language is not necessarily a process of habit formation where responses are elicited by stimuli, but also involves the cognitive. Finally, translation into the native language has proven a useful technique indeed in learning a second language, demonstrated in methods such as the Grammar Translation Method. 4. 1 MAIN FEATURES As aforementioned, the ALM follows the natural order of language learning.The use of repetitive drills is justified in shaping a new â€Å"habit† for learning the second 6 language. Stimuli-responses are expected and correct ones are immediately reinforced as conditioning, concurrent with the views of behavioural psychology. The native language also plays a minimal role in the ALM. Only the target language is used within the classroom by both teacher and learners. New material in the target language is also introduced in dialogue form, closest to a natural situational context for learners to gain communicative competence and skills.Modeling is done by the teacher whereby a particular structure of sentence is spoken and learners repeat the sentence, mimicking its sound patterns and intonation, and aiming for identicalness. Slips in learners’ pronunciation of words in the sentence are immediately corrected by the teacher to avoid formation of â€Å"bad habits†. Grammar rules are not taught explicitly but are expected to be induced by the learners through the various examples and patterns that are exposed to them during the lesson.Contrastive analyses are also done between the native language and the target language in order to draw learner’s attention to differences in pattern, structure and sound system of both languages. 5. 1 TECHNIQUES There are many techniques employed in the classroom that advocate the underlying principles (or assumptions) of the ALM, and are also based on the aforementioned two main schools of thought for the said method. 7 One of the main techniques used is of introducing new learning material in the form of a dialogue. A model conversation is analyzed, broken down and memorized through mimicry. Dialogues are seen as a natural conversational ontext that will aid learners in applying learned structures and vocabulary. Many drills are used in the ALM. The backward build-up drill (expansion drill) breaks down a difficult sentence into smaller parts. Usually the last phrase of the sentence is repeated by the learners and then parts are added on, or expanded, until learners are able to repeat the complete sentence without further trouble. Single-slot substitution drills require the learners to substi tute in cues given by the teacher into a particular slot in the sentence. Multiple-slot substitution drills on the other hand, require a higher level of competence from the learners.Learners must recognize particular slots within the sentence to substitute the cues given by the teacher, occasionally having to alter subject-verb agreements as well. Other drills include the repetition drill, chain drill, transformation drill and question-and-answer drill. (Refer to Appendix A) 6. 1 ADVANTAGES As compared to an extreme method like the Grammar Translation Method, where reading and writing are so stressed on that speaking and listening skills are neglected, ALM does develop the aural/oral skills of learners. Learners through the ALM are able to participate in situational contexts competently. 8In addition, learners are more aware of the phonetic aspects of the language. Through modeling and mimicry, learners pay more attention to proper pronunciation and intonation. Errors in pronunciati on are immediately dealt with, while correct responses are positively reinforced. Learners are sensitive to the intonation and are aware of their different functions of questioning, requesting, pleading etc. Through substitution drills, learners also learn to recognize the borders between the phrases that make up the sentence. They are also exposed to a variety of different sentences that have similar structures through repetition drills as well.Transformational drills help learners familiarize with question tags and their corresponding answers, affirmative and negative sentences and even active and passive ones. Such a wide variety of sentence and question structures serve to enhance learners’ communicative ability. 7. 1 DISADVANTAGES Although the drills that are the ALM’s distinguishing feature may be considered one of its strengths, they are also its weakness. Such drills leave no room for creativity, causing learners to lose interest or feel bored in the classroom. When learners lose their motivation, it negatively affects their progress in second language learning.New vocabulary learned is also limited in context. Instead, the sound system and grammatical patterns are emphasized on more. Learners are taught set phrases in gruel repetition in response to certain questions, where the form and structure are 9 highlighted. Consequently, learners are only drilled to respond correctly with answers that are expected of them without caring much for its meaning. For example, the set phrase, â€Å"Fine, thank you,† is taught as a response to the question â€Å"How are you? † which learners use even when they feel otherwise.This phenomenon is comparable to robots that have no cognition and only give particular responses to particular stimuli! There is rarely any variation in learners’ responses other than the ones that have been taught. Therefore, interaction and dialogue is very schematic and unnatural. In short, communicative com petence is still called to question. Learners of the ALM may be able to participate in conversations, but they are rarely spontaneous and it is observed to be rather a case of regurgitating the â€Å"right† responses in a certain situational context from memory.Should they not be able to recall the set phrases that have been learned, they are at a loss as to how to respond to the questions and conversational prompts of the other speaker. 8. 1 RECOMMENDATIONS From the discussion above, it is evident that although communicative competence is insufficient, the ALM drills provide learners with a multitude of structures and grammatical patterns that form the basic foundation for communication. The challenge is to help learners apply the knowledge they have gained to communicating effectively and in a natural manner. 10However, this cannot be done if drills are continuously insisted upon in the classroom. A degree of flexibility is needed on the part of the teacher to allow spontan eous and natural conversation to take place after drilling them as well. Unguided dialogue practice forces the learners to apply what they have been drilled with into a communicative setting, taking into consideration the meaning of the phrases learnt with relevance to the given situation. Model conversations can still be provided, but spontaneous ones allow for creativity and variety in responding according to the individual learner. Communication becomes more natural.With regards to learner motivation, the responsibility is shouldered by both the teacher and the learners themselves. The teacher needs to, again, be flexible and allow for elements not necessarily ALM-like to be incorporated into the lesson, if only for the sake of breaking the monotone. Drills can still be employed of course, but in more interesting ways like role play and physical activities. In essence, the teacher should be creative in her strategies with the aim of increasing the communicative competency of the learners rather than teach by the book. Learners as well, play a major role in their own learning progress.They should maintain a high level of self-motivation by actively participating in tasks and activities and being attentive at all times. 9. 1 CONCLUSION The ALM definitely has its pros and cons in a second language classroom. However, the disadvantages and negative implications can be overcome if a slightly more eclectic approach to second language teaching is taken. Some teachers may stubbornly hold fast to the rules of the ALM and refuse to stray from it. In such a case, the 11 objective of second language teaching should be questioned. Is one’s loyalty to the method or to the goal of aiding learners in achieving communicative competence?If it is the latter, it does not matter what method is used in the classroom as long as ultimately, learners gain valuable communicative skills. As Celce-Murcia illustrates (as cited by Abdel-Rahman Abu-Melhim in the International Foru m of Teaching and Studies): â€Å"Today, language students are considered successful if they can communicate effectively in their second or foreign language, whereas two decades ago the accuracy of the language produced would most likely be the major criterion contributing to the judgment of a student’s success or lack of success. † (1991, p. 125)One single method should never be used exclusively in the classroom because it shall always remain flawed. It is the teacher’s responsibility to determine her teaching goals and appropriate methods to be used; where an eclectic one might better achieve those goals. Therefore, the teacher of a second language must be prepared to modify and adjust her methods to suit the different learning needs of the learners. 12 APPENDIX A Here are examples of the different drills used in the Audio-lingual Method: Repetition drill Repetition drill is the normal drill, usually used to teach the lines of the dialogue.Students are require d to repeat after the teacher’s model until they are almost identical. Chain drill The Chain drill uses maybe the first few lines of a simple dialogue. The teacher begins by addressing a student, or asking him a question. The student responds, then turns to the student beside him and asks him a similar question. The second student responds and the chain goes on until each student has participated. This allows for the teacher to check learner’s speech. Transformation drill The teacher may give learners a question, and the learners are then required to formulate an answer from the form of the question given, and vice versa.Or, an affirmative sentence is given and learners need to transform it into the negative. This can be used for teaching active and passive sentences, as well as direct and reported speech. Question-and-answer drill This drill allows for learners to practice answering questions accurately and rapidly. It can also be done the other way round, where the l earners form the questions on cue. 13 REFERENCES Abdel-Rahman Abu-Melhim. 2009. Re-evaluating the Effectiveness of the Audiolingual Method in Teaching English to Speakers of Other Languages.International Forum of Teaching and Studies 5(2): 1-9. Britto, Rory. 2009. The Dissipation of Methods in ESL: Expanding to Fill the Void. The Journal of Education p. 75-84. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy, p. 13-37. Second edition. New York: Addison Wesley Longman, Inc. Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. Second edition. New York: Oxford University Press. Savignon, Sandra J. 2001. Communicative Language Teaching. Theory Into Practice 26(4): 235.